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All Journal Attractive : Innovative Education Journal Journal of Contemporary Islamic Education Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Asriana Kibtiyah
Universitas Hasyim Asy’ari Jombang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Self-Efficacy of Workshop Class Students in Learning the Qur'an Ummi Method Zulva Rojauna; Asriana Kibtiyah
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2225

Abstract

This qualitative descriptive study examines the self-efficacy of underachieving students in workshop classes learning the Quran through the Ummi method at Madrasah Tsanawiyah Al Washoya Kertorejo Ngoro Jombang. Nine workshop class students who failed to achieve the munaqosyah targets within one year were selected as subjects. Data collection employed in-depth interviews, direct classroom observations, documentation analysis, and Likert scale questionnaires. Self-efficacy was analyzed through five indicators: choice behavior, effort expenditure, persistence, thought patterns, and emotional reactions, derived from Bandura's cognitive, motivational, affective, and selection processes. Results indicate that workshop class students demonstrate low self-efficacy levels across most indicators. Choice behavior reveals poor time management with a preference for non-productive activities. Effort expenditure and persistence show high dependence on extrinsic motivation from teachers rather than intrinsic drive. However, thought patterns exhibit positive tendencies, with students expressing aspirations to practice and teach Quranic knowledge. Emotional reactions predominantly reflect boredom and lack of enthusiasm due to repetitive materials and frequent instructor changes. The Ummi method implementation through the halaqah system with seven systematic stages proves effective in creating conducive learning environments. However, improving self-efficacy requires additional interventions, including intensive mentoring, instructor stability, and supportive learning environments. These findings reinforce Bandura's reciprocal determinism theory and contribute to understanding self-efficacy dynamics in religious education contexts
The Role of the Tahfidzul Qur’an Program in Shaping Students’ Discipline and Independence: An Adab al-‘Alim wa al-Muta’allim Perspective Egara Dinnul Iza; Asriana Kibtiyah; Khoirotul Idawati; Rofiatul Hosna
Journal of Contemporary Islamic Education Vol. 6 No. 1 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

Character education should not merely emphasize intellectual development but also the internalization of moral and ethical values to cultivate responsible and integrity-driven individuals. However, current educational practices still tend to prioritize cognitive achievement, resulting in an imbalance between academic performance and students’ affective-moral development. This study aims to examine the role of the Tahfidzul Qur’an program in fostering students’ discipline and independence at MA Unggulan Rohmatul Ummah Mojokerto, grounded in the perspective of Adab al-‘Alim wa al-Muta’allim. This research employs a qualitative descriptive approach with a case study design. Data were collected through interviews, observations, and documentation involving teachers, the principal, and students. The findings reveal that the Tahfidzul Qur’an program plays a significant role in cultivating students’ discipline through structured memorization schedules, while also encouraging their independence in managing learning responsibilities. Furthermore, the integration of ethical values derived from Adab al-‘Alim wa al-Muta’allim—such as discipline, humility, and respect for knowledge—substantially strengthens students’ character formation. This study contributes to the field of Islamic education by offering an empirical model of character development through Qur’anic memorization programs integrated with ethical teachings. In conclusion, these findings underscore the strategic importance of the Tahfidzul Qur’an program in nurturing disciplined and independent students, as well as its relevance for broader implementation in contemporary Islamic education.
Character Education of Santri in Peripheral Pesantren: A Contextual Analysis Based on the Thought of Hadratus Syaikh KH. M. Hasyim Asy’ari Nizar Rafi Mutaqin; Asriana Kibtiyah; Yusuf Ahmed Muaz; Jasminto Jasminto; Hanifuddin Hanifuddin
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2557

Abstract

This study aims to analyse santri character education in peripheral pesantren by using the thought of KH. Hasyim Asy’ari as an interpretive lens. The study is motivated by the limited empirical research on character-education practices in peripheral pesantren and the underuse of the concept of adab as a contextual analytical framework. A qualitative descriptive–interpretive approach was employed, using a multi-site design across several pesantren in Muara Wahau District, East Kalimantan. Data were collected through in-depth interviews, participant observation, and documentary study, and were then analysed thematically through data reduction, data display, and verification. The findings indicate that character education in peripheral pesantren develops as an adab-based praxis system integrated within collective life. The values of discipline, independence, responsibility, simplicity, and social concern are internalised through the kiai’s exemplarity, disciplinary habituation, and intensive pedagogical relations. These findings affirm that adab functions as both a moral foundation and a pedagogical infrastructure that continually reproduces the habitus of santri character. This study formulates a contextual, praxis–cultural, adab-based model of character education for peripheral pesantren, offering a relevant alternative to character-education approaches that are normative–administrative in orientation.
Exploring Visual, Auditory, and Kinesthetic Learning Modalities for Santri through the Pasti Aksi Pasti Literasi Hanifida Model Taskiyatul Fikriyah; Rofiatul Hosna; Hanifudin; Asriana Kibtiyah; Khoirotul Idawati
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

Students engage with learning through diverse visual, auditory, and kinesthetic modalities, yet existing learning models in pesantren have not fully integrated these multimodal learning opportunities. This study aims to explore the implementation of the Pasti Aksi Pasti Literasi Hanifida (PAPLH) model in supporting multimodal learning among santri. A qualitative approach was employed using classroom observations and in-depth interviews with pesantren leaders, teachers, and students. The findings indicate that the PAPLH model fosters a more active and participatory learning environment by integrating literacy exploration, collaborative discussion, knowledge creation, and reflective activities with visual, auditory, and kinesthetic learning modalities. Students demonstrated greater engagement in classroom interactions, improved conceptual understanding, and enhanced digital literacy through activities such as concept mapping, presentations, and educational video production. These findings suggest that the PAPLH model provides an adaptive and inclusive approach to multimodal learning while remaining compatible with the educational values of pesantren. The study contributes to the development of literacy-oriented learning models and offers practical implications for implementing multimodal learning in Islamic educational institutions
Co-Authors Egara Dinnul Iza Hanifuddin Hanifuddin Hanifudin Jasminto Jasminto Khoirotul Idawati Nizar Rafi Mutaqin Rofiatul Hosna Taskiyatul Fikriyah Yusuf Ahmed Muaz Zulva Rojauna